NJY Thrive Reflection

Why a student could not get the data he needs from the internet? It involved not just the keyword used in the search engine but the selection of information from website to website.  Screencast can be used to understand the issue students faced when working on a PLD. To be continued...

From Yuan and Kim (2015) Effective Feedback Design Using Free Technologies The attribute of effective feedback should be first considered before selecting any free tools.  (A) Content of feedback should provide direction on how to move to the next level that is easily understood by the students as well as recognition of the progress made. "(1) Effective feedback should inform learners of their learning  goals  and  how  they can make improvements. Although information as to how to make improvements impacts students’ learning (Hattie & Timperley, 2007),  (2) Students’ progress and excellence also need to be acknowledged in feedback. The acknowledgement of success and progress helps students develop a positive attitude toward learning (Gagne´ , 1985; Gagne´ , Briggs, & Wager, 1992; Taylor & Hoedt, 1966; Weaver, 2006) and motivates them to learn (Orsmond, Merry, & Reiling, 2005; Poulos & Mahony, 2008; Tseng & Tsai, 2007)." Can...

Problem statement: Students are unable to visualise their ideas in 3-D even with feedback (verbal or written) given. It was found that demonstrating how it can be drawn produced a better outcome as students are able to observe the procedure in achieving the 3-D sketch. However, it will not be possible for a teacher to make 20 recordings. Exemplar - In 1 integrity,  I get students to record their feedback for their peers after I did my own recording to model how feedback can be enacted.  Ease of use of technology - Within the lesson, one student managed to help me to troubleshoot and bypass using a web-based loom without installation (he is supposing one who is less focused). He feels so proud that he can be the teacher for the day. He becomes my AED for that lesson, going around and helping others who could not set up their looms. As teachers do not have a chrome book, this part of the ICT is also an issue. We cannot test what works on a student's Chromebook. But leveraging ...

With the removal of MYE, one of the questions raised was - what do we not know about a student's progress without MYE?  If learning analytics could personalised feedback at scale for improvement, whether or not, students act on the suggestive feedback, will we be able to predict if with high accuracy if students could progress to the next level? Or who is the best in the cohort to be recognised? How will that data be presented to be ethically sound? Now that we only have WAs, if we have data on students' work progress throughout the year, the way they follow up on feedback, work on each assignment (online), do their homework, interact in class and online, and all these can be feedback to the students in term of their quality of content, learning strategies (did the student do it last minute and if so what is the quality of work), did they students think deeply when they post comments online) and so on.  If LA could ascertain one competence and depositions, why do we still need...

Elaborating using the elements of feedback from Panadero and Lipnevich (2022). This has a practical implementation of how we supervisors prepare our lessons to facilitate coursework effectively. From the perspective of content of feedback How does the quality of feedback message/content  differ with and without technology? Message include term of characteristic of message such as type (positive vs negative), level (personal, task, process, self-regulative), amount. Quality can be seen from technical quality (accuracy, consistency, fairness), constructiveness of feedback for uptake, interactive content for uptake. From the perspective of the function of feedback How various processes of feedback work or do not work work with and without technology? Process include the cognitive and metacognitive process of feedback - how student encode, evaluate and decide to act, reflect on feedback  Sequences of feedback - when it should be given that serve that need to the user? Motivational...

How could the lower secondary curriculum be re-designed that cater to students' ability and pathways like what a weight-loss specialist will do? How can we build up resources and set up a feedback system that allows for personalisation in which students make choices based on the initial diagnosis of their ability, need and interest and provide them with recommendations on the possible pathway in their course based on the resources that we have built up over the year?

 This year, five of my students concurred with D&T awards. I wonder if it is my student's innate ability or something that I had done in terms of the feedback given. Student Ax - widening the gap for student A to fill by expecting aesthetically appealing and yet simple design Student Jz - "forcing" student to work with what remains after mistakes made during realisation instead of redoing Student N - co-triggering of ideas - When student ideas triggered your ideas, re-trigger their idea towards yours without telling them it's your idea Student S - Playing with the material and its structure- why a watch cannot be made of wood? Design awareness and movement Student D - what value can you add to an ordinary product? How can we train students to provide feedback that lead to creative thoughts? How dialogic feedback come back about deeper understanding for both the teacher and the students? e.g balancing your physical and intellectual growth - reading book shelve.

 I was asked by my VP how should I nurture pupils' curiosity? Diversity curiosity kills that cat  Specific curiosity kills anxiety  Since there are students who seem to have anxiety issues, are they not curious about their own body, mind and soul as I am? Lower Secondary students may not have the maturity to solve other people's problems. So how can the curriculum be designed to re-ignite pupils curosity https://hbr.org/2018/09/the-five-dimensions-of-curiosity To be returned for further insights

Out of all the subjects in the common curriculum, I am in charge of three subjects that are examinable and can be used for progression to higher education.  Preliminary observation is that mixing express, NA and NT students together in a common curriculum does have a positive effect on the learning behaviour of the NT students. However, how can we design the curriculum to close the curriculum gap? Can we set the target that all NT students will take G2 D&T, Art and NFS and some NA students will take G3 D&T, Art and NFS? How can we design a common curriculum that closes the cognitive gap of students by having much more improvement made by the NT students? How can we then close the metacognitive gaps of students by having a different learning experience for the Express students by taking the role of critical and constructive feedback provider for others and translating the feedback to internal feedback to set high expectations and learning how to regulate themselves to close ...

Observation of content page crafted for use during file does not seem to work well for C&T department.  Ajjawi Schofield McAleer and Walker (2013) provide examples of cover pages in students' distance learning. How can the cover page be used in the context of blended learning when resources provided are in hardcopy and online and students' responses were capture both online and in hardcopy. The concept of affordance of technology: enabling feedback synthesis can be applied in helping students "design cover page'' that promote self-assessment. This is very applicable for coursework when they track their learning (whether is it online or in hardcopy). From "a print out the content page with resources for the purpose of organising their file" to a "digital content cover page where student input feedback receive and their uptake for their coursework". They input in the content page the lesson objectives and what feedback is given for them to imp...

Trios is reported to be the best based on my review of literature on peer assessment in the secondary school context (see Ng, 2022). This is affirmed by Min research work. However, Prof Min used a random assignment approach where I propose a systematic assignment of high, middle and low ability to form a group. It is unclear if such an arrangement could be an optimal formation if each of them is trained with feedback-seeking strategies. For example, having lower-achieving students trained to ask higher-order questions while higher-achieving students teach while gaining metacognitive insights from thinking about the questions and explaining to the lower-achieving students. What could be the roles of students in a heterogeneous group?